5aUse of Biological Resources
Food production — Edexcel Linear - OL Revision Notes & Topical Questions
5 min read 7 parts Lesson 1 of 8 2 quizzes
Lesson summary
Food production Edexcel O Level Linear Biology notes: describe how glasshouses and polythene tunnels can be used to increase the yield of certain cropsNot all microorganisms are harmful – many are useful.Yeast needs warmth, food and moisture to work.Too much heat kills yeast.desc…
- Food production Edexcel O Level Linear Biology: what to do next
- Fermentation
- Carbon dioxide
- Lactic acid
- Pasteurisation
- Give / State / Name
Part 1 of 6Key ideas
Key ideas
Not all microorganisms are harmful – many are useful.
Yeast needs warmth, food and moisture to work.
Too much heat kills yeast.
Part 2 of 6Syllabus points
1
describe how glasshouses and polythene tunnels can be used to increase the yield of certain crops
2
understand the effects on crop yield of increased carbon dioxide and increased temperature in glasshouses
3
understand how the use of fertiliser can increase crop yield
4
understand the reasons for pest control and the advantages and disadvantages of using pesticides and biological control with crop plants
5
understand the role of yeast in the production of food including bread
6
practical: investigate the role of anaerobic respiration by yeast in different conditions
7
understand the role of bacteria (Lactobacillus) in the production of yoghurt
8
understand the use of an industrial fermenter and explain the need to provide suitable conditions in the fermenter, including aseptic precautions, nutrients, optimum temperature and pH, oxygenation and agitation, for the growth of microorganisms
9
understand the methods used to farm large numbers of fish to provide a source of protein,
- including maintaining water quality, controlling intraspecific and interspecific predation, controlling disease, removing waste products, controlling the quality and frequency of feeding,
- and selective breeding
Part 3 of 6Process & sequence
1
Mix flour, water, sugar and yeast.
2
Leave in a warm place.
3
Yeast ferments sugar → carbon dioxide.
4
Gas bubbles make the dough rise.
5
Baking kills the yeast and sets the bread.
- Sugar
- Yeast
- Carbon dioxide
- Dough rises
Part 4 of 6Summary
Summary
Yeast makes bread rise by producing carbon dioxide.
Bacteria turn milk into yoghurt.
Part 5 of 6Keep going
Food production Edexcel O Level Linear Biology: what to do next
These Food production Edexcel O Level Linear Biology notes covered the key ideas, worked examples and exam technique for this topic. Check your Food production Edexcel O Level Linear Biology understanding with the practice questions below, then reread any Food production Edexcel O Level Linear Biology point you were unsure about before moving on.
2
Previous lesson: 4d Human influences on the environment — Notes
3
Next lesson: 5b Selective breeding — Notes
4
Course: Edexcel Linear - OL — all units
5
Official syllabus: Pearson Edexcel International GCSEs
Part 6 of 6Compare: Compare
| Food | Microorganism | Starts with | Microbe produces | Effect on food | Conditions |
|---|---|---|---|---|---|
| Bread | Yeast | Flour, sugar, water | Carbon dioxide + alcohol | Dough rises; alcohol evaporates on baking | Warm |
| Yoghurt | Bacteria (Lactobacillus) | Milk | Lactic acid | Milk thickens, tastes sour | ~40 °C |
| Cheese | Bacteria (+ moulds) | Milk | Lactic acid | Milk solidifies into curds | Controlled ripening |
| Vinegar | Bacteria | Wine / cider | Ethanoic acid | Sour taste | With oxygen |
| Soy sauce | Fungi + bacteria | Soybeans, wheat | Flavour compounds | Salty savoury taste | Months of fermentation |
Key terms
Command terms
Command terms
Give / State / Name
Recall a fact; one idea per mark.
Define
Give the exact meaning using the specification keywords.
Describe
Give an account of what happens / the pattern in data, quoting values; no reasons needed.
Explain
Give reasons with linked statements (cause → effect). Each linked step is usually a separate marking point.
Suggest
Use knowledge in a new context; more than one answer may be accepted.
Compare
Similarities and differences; each point must refer to both items.
Calculate
Show working; include units; check significant figures. Method marks are given even if the final answer is wrong.
Discuss
Explore the issue from different angles and link the points.
Evaluate / Assess
Weigh strengths and weaknesses and reach a supported judgement.
Deduce
Draw a conclusion from the information given.
Justify
Support a statement/choice with evidence.
Exam technique
Keywords the mark scheme looks for in this lesson
Keywords the mark scheme looks for in this lesson
Fermentation · Yeast · Bacteria · Carbon dioxide · Lactic acid · Pasteurisation · Enzyme · Yoghurt
Learn each definition in the Key words tab exactly; a missing keyword in a definition usually loses the mark.
How to get full marks (examiner guidance)
How to get full marks (examiner guidance)
Use specification keywords exactly (e.g. eukaryotic/prokaryotic, enzyme–substrate complex, active site, complementary).
Link ideas
Link ideas for “explain” each marking point is usually a cause → consequence step; unlinked facts often score nothing.
Use the information in the question
“discuss/evaluate” answers must use the data provided and match the number of marks.
Convert units carefully (mg → g, cm³ → dm³) and show working for calculations.
Avoid vague words
“it”, “stuff”, “things”, “goes up”, “energy is made”. Name the substance and the process.
Do not extrapolate a graph line beyond the data or to zero unless asked.
Six-mark extended responses are marked on content AND a logical, linked line of reasoning.
Marked practiceQuizzes for this lesson
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